ࡱ>  #` $Nbjbj 8`j dddz***8+/, v\\\\\)^^4^D F F F F F F $5 h j ~h^")^~h~hj \\1[ (lll~h\\D l~hD llB\\ 0h *Vj`DL4 < % kv% % l_al de___j j ,lp___ ~h~h~h~h D   Appendices Summary of Findings Three Year Students Except for grade 3 special education students, while gains were observed for all grades and subgroups on the ITBS between fall 2006 and spring 2007, none of the observed differences were statistically significant. For grade 3 special education students, a significant improvement was observed between fall 2006 and spring 2007 (mean difference=10.21 scale score points, p<0.05). The following points summarize the findings for the comprehension component of the TPRI. Note that the numbers displayed in parentheses refer to percentage point change. The percentage of the year-3 students rated as developed increased for all ethnicities at all grade levels between fall 2006 and spring 2007. Further, the difference in rate of increase for is negligible between African American (grade 2: 37.5, grade 3: 15.5) and white/other students (grade 2: 37.1, grade 3: 15.2). While Hispanic students display a smaller rate of increase than their ethnic counterparts in grade 2 (31.7), a slightly larger rate of increase is observed in grade 3 (18.5). While non-LEP students display a greater rate of change in the proportion of students rated as developed in grade 3 (37.1 to 33.5), LEP students display a greater rate of change in grade 2 (19.1 to 15.4). For grade 3, there is no difference between the rate of increase in the proportion of students rated as developed between the Title I and non Title I groups (15.8 to 15.6). For grade 2, Title I students (37.1) display a slightly greater rate of change than non-Title I students (34.7). For grade 3, the proportion of general education students rated as developed increases at a greater rate than their special education counterparts (37.5 to 31.7). However, in grade 2 special education students (18.7) display a slightly greater rate of change than general education students (15.4). Two Year Students As with the 3-year students, gains were observed at all grades for all subgroups on the ITBS between fall 2006 and spring 2007 for the 2-Year cohort. Several of these gains were statistically significant. Note that the numbers in parentheses refer to scale score point differences. In grade 1, for both Hispanic (12.51, p<0.05) and African American (13.85, p=0.05) students In grade 1 for Title I students (13.21, p<0.05) In grades 1 (11.28, p<0.05) and 2 (9.06, p<0.05) for special education students And finally, in grade 1 for LEP students (13.06, p<0.05) Below is a summary of the 2-year student subgroup analysis for the TPRI. Once again, numbers in parentheses reflect percentage point changes unless otherwise noted: Comprehension Component Both African American (51.0) and Hispanic (50.1) students display a slightly greater rate of change in the proportion of students rated as developed than White and other (45.9) students in grade 1. African American (39.0) and White and other (39.4) students display a similar rate of change in grade 2, both greater than Hispanic students (33.4). Hispanic students display the greatest rate of change in grade 3 (38.4), followed by African American students (20.0) and White and Other students (12.9). LEP students show a greater rate of change in grades 1 and 3 than their non-LEP counter parts (54.3 to 49.2 and 35.0 to 20.4, respectively). There is relatively little difference between the two groups in grade 2 (LEP: 38.8, non-LEP: 39.4). Title I students achieve a greater rate of change in grades 1 and 3 than non-Title I students (50.8 to 43.1 and 24.4 to 8.3, respectively). Non-Title I students achieve a greater rate of change in grade 2 (49.4 to 37.0). General education students display a greater rate of change in grades 1 and 2 than special education students (49.1 to 45.3 and 41.1 to 24.2, respectively). In grade 3, special education students display a slightly larger if not negligible rate of change than their general education counterparts (22.7 to 20.7). Phonemic Awareness Component Both African American and White and Other students (72.2% and 87.1% respectively) had a far greater number of students rated as developed in the fall than Hispanic students (36.1%). By the spring, Hispanic students close the gap by achieving the greatest rate of change (44.5), followed by African American students (15.1) and White and other students (12.0). As with the ethnic subgroups, LEP students achieve a greater rate of change than their non-LEP counterparts (44.0 to 13.7) to close the large gap between the groups observed in the fall (LEP: 44% to 88%, non-LEP: 80% to 93.7%). By the end of the year, all non-Title I students have been rated as developed. Title I students close the gap between the two groups from a 20.3 percentage point difference in the fall to between the two groups to an 11.9 percentage point difference in the spring. Special education students achieve a greater rate of change than their general education counterparts (28.5 to 17.1). While the large gap observed between the two groups still exists in the spring (22.5), it is much smaller than the gap observed in the fall (33.9). Graphophonemic Knowledge Component For grade 1, the percentage of students in all subgroups rated as developed approached 100% by spring 2007. As observed in the analyses above, not much growth was observed in 2nd grade with a majority of students remaining rated as still developing in all subgroups by spring 2007. One Year Students For 1-year RF students, significant gains were observed for all subgroups and all grade levels on the ITBS from fall 2006 to spring 2007. Below is a summary of the 1-year student subgroup analysis for the TPRI. Once again, the numbers in parentheses reflect percentage point changes unless otherwise noted. Comprehension Component In kindergarten, the largest change in proportion of students rated as developed is observed in the white/other student group (27.6), followed by the Hispanic (20.7) and African American (15.9) student groups. For grades 1 and 2, there are negligible differences between the White and other ethnicity (grade 1: 48.9, grade 2: 38.2) and African American student groups (grade 1: 47.3, grade 2: 40.1). By comparison, the Hispanic group shows a smaller rate of change in both grades (grade 1: 44.2, grade 2: 24.1) In grade 3, Hispanic students show the greatest rate of change (18.7), followed by African American students (14.8) and white/other students (8.3). In grades K, 2 and 3, LEP students (grade K: 23.2, grade 2: 40.0, grade 3: 20.5) show a slightly greater rate of change than non-LEP students (grade K: 20.6, grade 2: 37.0, grade 3: 16.0). Conversely, grade 1 non-LEP students display a greater rate of change than their LEP counterparts (47.8 to 42.9). In grades 1 and 2, negligible differences in rate of change are observed between Title I (grade 1: 47.8, grade 2: 37.7) and non-Title I students (grade 1: 48.0, grade 2: 35.9). For grade K, non-Title I students show a greater rate of change than their Title I counterparts (26.2 to 18.2). Conversely, Title I students show a greater rate of change than non-Title I students in grade 3 (14.6 to 8.4). Negligible rate of change is noted in grade K between special education and general education students (21.5 to 20.3). In grades 1 and 2, general education students (grade 1: 48.6, grade 2: 38.5) display slightly greater rates of change than special education students (grade 1: 44.6, grade 2: 34.7). However, in grade 3, special education students achieve a much larger rate of change than general education students (32.3 to 10.7). Phonemic Awareness Component In kindergarten, the largest change in proportion of students rated as developed is observed in the white/other student group (67.5), followed by the African American (57.8) and Hispanic (38.8) student groups. In grade 1, the largest rate of change is displayed by the Hispanic (42.9) student group, followed by the African American (26.8) and white/other (23.1) student groups. Further, the large gap displayed between white/other ethnicities and Hispanics rated as developed in fall 2006 (69.2% to 50.0%, respectively) is almost nil by spring 2007 (92.3% to 92.9%, respectively). Non-LEP students exhibit a much greater rate of change than LEP students (61.4 to 36.2) in Kindergarten. Unfortunately, there are too few grade 1 LEP student results to observe any valid differences between the groups. Non-Title I students (Grade K: 70.8, Grade 1: 24.0) exhibit greater rates of change than their Title I counterparts (Grade K: 51.9, Grade 1: 20.3) in both Kindergarten and 1st grade. General education students exhibit a greater rate of change than special education students in Kindergarten (57.8 to 29.9). Unfortunately, there are too few special education student results in grade 1 to observe differences between the groups. Graphophonemic Knowledge Component None of the 2nd or 3rd graders for all subgroups were rated as developed. For kindergarten and grade 1, all three ethnic groups approached 100% rated as developed. Hispanic students displayed the largest change in both Kindergarten (Hispanic: 70.1, African American: 49.6, White and Other: 48.3) and Grade 1 (Hispanic: 29.0, African American 14.1, White and Other: 12.0). By spring 2007, LEP students closed the fall 2006 gap with their non-LEP counterparts in both Kindergarten (LEP: 17.3% to 94.3%, non-LEP: 47.1% to 96.5%) and grade 1 (LEP: 54.5% to 90.9%, non-LEP: 86.9% to 95.9%). As with the LEP students, Title I students also closed the fall 2006 gap with their non-Title I counterparts by spring 2007 for Kindergarten (Title I: 38.1% to 95.8%, non-Title I: 62.3% to 98.1%). In grade 1 where the fall 2006 gap was less notable than in Kindergarten, Title I students exhibited a greater rate of change (Title I: 17.1, non-Title I: 11.1). While rate of change is negligible for grade 1 between general education (14.8) and special education (15.4) students, a larger rate of change is exhibited by the general education (50.4) students than their special education (44.0) counterparts in Kindergarten. Three Year Student Tables Table 1-1 - Summary of Longitudinal Analyses Across Student Subgroups and by Assessment Tool Target RF PopulationTarget RF Grade LevelITBS Overall Literacy SkillsEthnicityAfrican American2No ChangeHispanicNo ChangeWhite and OthersNo ChangeAfrican American3No ChangeHispanicNo ChangeWhite and OthersNo ChangeTitle I StatusNot Title I2No ChangeTitle INo ChangeNot Title I3No ChangeTitle INo ChangeEducation StatusGeneral Ed2No ChangeSpecial EdNo ChangeGeneral Ed3No ChangeSpecial EdSignificant ImprovementLEP StatusNot LEP2No ChangeLEPNo ChangeNot LEP3No ChangeLEPNo Change Table 1-2 Longitudinal ITBS Analysis Repeated Measures ANCOVA Results Table Fall 2006 to Spring 2007 ITBS, Covariate: Fall 2004 ITBS by Grade Level and Ethnicity Student SubgroupTest Administration and Mean Scale ScoreMean DifferenceDfF ValuePair wise Comparison SignificanceAfrican-AmericanGrade 2 (N=640)Fall 06154.311Spring 07167.74+13.436383.346.068Grade 3 (N=800)Fall 06168.841Spring 07182.16+13.32798.054.816HispanicGrade 2 (N=124)Fall 06152.041Spring 07166.08+14.04122.752.387Grade 3 (N=133)Fall 06168.351Spring 07182.16+13.81131.030.862White and OthersGrade 2 Fall 06159.991(N=485)Spring 07176.34+16.354831.090.297Grade 3Fall 06177.201(N=507)Spring 07193.37+16.17505.234.629*The mean difference is significant at the .05 level. Table 1-3 - Longitudinal ITBS Analysis Repeated Measures ANCOVA Results Table Fall 2006 to Spring 2007 ITBS, Covariate: Fall 2004 ITBS by Grade Level and Title I Status Student SubgroupTest Administration and Mean Scale ScoreMean DifferenceDfF ValuePair wise Comparison SignificanceNot Title IGrade 2 (N=941)Fall 06156.601Spring 07171.50+14.909391.566.211Grade 3 (N=1113)Fall 06172.211Spring 07186.81+14.601111.509.476Title IGrade 2 Fall 06154.611(N=591)Spring 07169.06+14.45589.383.536Grade 3Fall 06170.311(N=682)Spring 07184.72+14.416802.535.112*The mean difference is significant at the .05 level. Table 1-4 Longitudinal ITBS Analysis Repeated Measures ANCOVA Results Table Fall 2006 to Spring 2007 ITBS, Covariate: Fall 2004 ITBS by Grade Level and Education Status Student SubgroupTest Administration and Mean NCE ScoreMean DifferenceDfF ValuePair wise Comparison SignificanceGeneral EdGrade 2 (N=1469)Fall 06156.241Spring 07171.17+14.931467.065.799Grade 3 (N=1712)Fall 06172.221Spring 07186.96+14.741710.525.469Special EdGrade 2 Fall 06146.461(N=63)Spring 07156.51+10.0561.094.760Grade 3Fall 06156.371(N=83)Spring 07166.58+10.21*814.037.048*The mean difference is significant at the .05 level. Table 1-5Longitudinal ITBS Analysis Repeated Measures ANCOVA Results Table Fall 2006 to Spring 2007 ITBS, Covariate: Fall 2004 ITBS by Grade Level and LEP Status Student SubgroupTest Administration and Mean Scale ScoreMean DifferenceDfF ValuePair wise Comparison SignificanceNot LEPGrade 2 (N= 871)Fall 06157.231Spring 07172.48+15.25869.013.908Grade 3 (N= 947)Fall 05174.241Spring 07189.20+14.969452.991.084LEPGrade 2 Fall 06153.991(N= 661)Spring 07168.03+14.04659.096.757Grade 3Fall 06168.411(N= 848)Spring 07182.46+14.05846.025.875*The mean difference is significant at the .05 level. Table 1-6 TPRI, 2006-2007 Matched Results by Grade Level, Student Ethnicity and Assessment Component Number and Percent Rated As Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionAfrican-American2429740106925.1%43.3%62.6%+37.539171031118453.2%59.8%68.7%+15.5Hispanic26712817719.3%36.9%51.0%+31.7315720221946.7%60.1%65.2%+18.5White and others239961776540.3%62.4%77.4%+37.1365873080568.1%75.6%83.3%+15.2Graphophonemic KnowledgeAfrican-American20000.0%0.0%0.0%0.0Hispanic20000.0%0.0%0.0%0.0White and others20000.0%0.0%0.0%0.0 Table 1-7 TPRI, 2006-2007 Matched Results by Grade Level, Student LEP Status and Assessment Component Number and Percent Rated As Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionLEP2347110815.4%32.1%48.9%+33.539612913942.7%57.3%61.8%+19.1Non-LEP28541404188130.8%50.7%67.9%+37.1316051795202858.6%65.5%74.0%+15.4Graphophonemic KnowledgeLEP20000.0%0.0%0.0%0.0Non-LEP20000.0%0.0%0.0%0.0 Table 1-8 TPRI, 2006-2007 Matched Results by Grade Level, Student Title I Status and Assessment Component Number and Percent Rated As Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionTitle I25961056146825.4%45.0%62.5%+37.1312371401160053.8%60.9%69.6%+15.8Non-Title I230242854143.9%62.2%78.6%+34.7350357161968.0%77.2%83.6%+15.6Graphophonemic KnowledgeTitle I20000.0%0.0%0.0%0.0Non-Title I20000.0%0.0%0.0%0.0 Table 1-9 - TPRI, 2006-2007 Matched Results by Grade Level, Type of Education and Assessment Component Number and Percent Rated As Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionSpecial Ed26813719017.7%35.6%49.4%+31.7313316219341.6%50.6%60.3%+18.7General Ed28061311178231.0%50.4%68.5%+37.5316051808202359.1%66.6%74.5%+15.4Graphophonemic KnowledgeSpecial Ed20000.0%0.0%0.0%0.0General Ed2 0000.0%0.0%0.0%0.0 Two Year Student Tables Table 2-1 - Summary of Longitudinal Analyses Across Student Subgroups and by Assessment Tool Target RF PopulationTarget RF Grade LevelITBS Overall Literacy SkillsEthnicityAfrican American1Significant ImprovementHispanicSignificant ImprovementWhite and OthersNo ChangeAfrican American2No ChangeHispanicNo ChangeWhite and OthersNo ChangeAfrican American3No ChangeHispanicNo ChangeWhite and OthersNo ChangeTitle I StatusNot Title I1No ChangeTitle ISignificant ImprovementNot Title I2No ChangeTitle INo ChangeNot Title I3No ChangeTitle INo ChangeEducation StatusGeneral Ed1No ChangeSpecial EdSignificant ImprovementGeneral Ed2No ChangeSpecial EdSignificant ImprovementGeneral Ed3No ChangeSpecial EdNo ChangeLEP StatusNot LEP1No ChangeLEPSignificant ImprovementNot LEP2No ChangeLEPNo ChangeNot LEP3No ChangeLEPNo Change Table 2-2 Longitudinal ITBS Analysis Repeated Measures ANCOVA Results Table Fall 2006 to Spring 2007 ITBS, Covariate: Fall 2005 ITBS by Grade Level and Ethnicity Student SubgroupTest Administration and Mean Scale ScoreMean DifferenceDfF ValuePair wise Comparison SignificanceAfrican-AmericanGrade 1 (N=1126)Fall 06135.001Spring 07148.85+13.85*11243.834.050Grade 2 (N=311)Fall 06154.071Spring 07168.00+13.93309.224.636Grade 3 (N=226)Fall 06168.531Spring 07182.25+13.72224.586.445HispanicGrade 1 (N=181)Fall 06132.201Spring 07144.71+12.51*1798.525.004Grade 2 (N=79)Fall 06147.951Spring 07162.59+14.64771.222.272Grade 3 (N=58)Fall 06165.091Spring 07178.98+13.8956.958.332White and OthersGrade 1 (N=770)Fall 06141.191Spring 07155.85+14.667681.203.273Grade 2 Fall 06157.341(N=150)Spring 07172.01+14.671481.681.197Grade 3Fall 06175.681(N=141)Spring 07190.75+15.071392.100.150*The mean difference is significant at the .05 level. Table 2-3 - Longitudinal ITBS Analysis Repeated Measures ANCOVA Results Table Fall 2006 to Spring 2007 ITBS, Covariate: Fall 2005 ITBS by Grade Level and Title I Status Student SubgroupTest Administration and Mean Scale ScoreMean DifferenceDfF ValuePair wise Comparison SignificanceNot Title IGrade 1 (N=1528)Fall 06137.031Spring 07151.73+14.701526.450.503Grade 2 (N=439)Fall 06153.791Spring 07168.01+14.22437.265.607Grade 3 (N=357)Fall 06170.921Spring 07185.52+14.60355.286.593Title IGrade 1 (N=1083)Fall 06136.501Spring 07149.71+13.21*10814.137.042Grade 2 Fall 06154.301(N=235)Spring 07168.25+13.952331.880.172Grade 3Fall 06170.021(N=182)Spring 07183.96+13.94180.014.905*The mean difference is significant at the .05 level. Table 2-4 Longitudinal ITBS Analysis Repeated Measures ANCOVA Results Table Fall 2006 to Spring 2007 ITBS, Covariate: Fall 2005 ITBS by Grade Level and Education Status Student SubgroupTest Administration and Mean Scale ScoreMean DifferenceDfF ValuePair wise Comparison SignificanceGeneral EdGrade 1 (N=2502)Fall 06136.971Spring 07151.17+14.2025001.433.231Grade 2 (N=641)Fall 06154.351Spring 07168.73+14.386392.226.136Grade 3 (N=515)Fall 06171.131Spring 07185.69+14.56513.000.987Special EdGrade 1 (N=109)Fall 06133.191Spring 07144.47+11.28*1077.233.008Grade 2 Fall 06146.641(N=33)Spring 07155.70+9.06*314.234.048Grade 3Fall 06159.501(N=24)Spring 07170.08+10.58222.904.102*The mean difference is significant at the .05 level. Table 2-5 Longitudinal ITBS Analysis Repeated Measures ANCOVA Results Table Fall 2006 to Spring 2007 ITBS, Covariate: Fall 2005 ITBS by Grade Level and LEP Status Student SubgroupTest Administration and Mean Scale ScoreMean DifferenceDfF ValuePair wise Comparison SignificanceNot LEPGrade 1 (N= 1474)Fall 06137.951Spring 07152.82+14.871472.070.792Grade 2 (N= 412)Fall 06154.501Spring 07168.81+14.31410.081.776Grade 3 (N= 302)Fall 06171.391Spring 07186.20+14.81300.002.968LEPGrade 1 (N= 1137)Fall 06135.341Spring 07148.40+13.06*11355.028.025Grade 2 Fall 06153.141(N= 262)Spring 07166.97+13.83260.244.622Grade 3Fall 06169.621(N= 237)Spring 07183.47+13.85235.663.416*The mean difference is significant at the .05 level. Table 2-6 TPRI, 2006-2007 Matched Results by Grade Level, Student Ethnicity and Assessment Component Number and Percent Rated As Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionAfrican-American15241223156925.6%59.7%76.6%+51.027814920623.8%45.4%62.8%+39.0313216918649.1%62.8%69.1%+20.0Hispanic17522133214.6%43.1%64.7%+50.1217274520.2%32.1%53.6%+33.4326505435.6%68.5%74.0%+38.4White and others1493889103341.9%75.5%87.8%+45.92538011533.8%51.0%73.2%+39.439910411770.7%74.3%83.6%+12.9Phonemic AwarenessAfrican-American157686972.2%86.1%87.3%+15.1Hispanic113242936.1%66.7%80.6%+44.5White and others110111111587.1%95.7%99.1%+12.0Graphophonemic KnowledgeAfrican-American124627327487.5%97.2%97.5%+10.021126.7%6.7%13.3%+6.6Hispanic160717283.3%98.6%100%+16.720000.0%0.0%0.0%0.0White and others133835135296.0%99.7%100%+4.020000.0%0.0%0.0%0.0 Table 2-7 TPRI, 2006-2007 Matched Results by Grade Level, Student LEP Status and Assessment Component Number and Percent Rated As Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionLEP14014821812.2%45.1%66.5%+54.325102410.2%20.4%49.0%+38.8313272732.5%67.5%67.5%+35.0Non-LEP19652016250530.8%64.3%80.0%+49.2213523532328.2%49.2%67.6%+39.4321625929754.4%65.2%74.8%+20.4Phonemic AwarenessLEP111172244.0%68.0%88.0%+44.0Non-LEP115217417880.0%91.6%93.7%+13.7Graphophonemic KnowledgeLEP135434479.5%97.7%100%+20.520000.0%0.0%0.0%0.0Non-LEP158162062292.5%98.7%99.0%+6.521123.1%3.1%6.3%+3.2 Table 2-8-TPRI, 2006-2007 Matched Results by Grade Level, Student Title I Status and Assessment Component Number and Percent Rated As Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionTitle I17501734226025.2%58.3%76.0%+50.8211819529125.2%41.7%62.2%+37.0319224828749.4%63.8%73.8%+24.4Non-Title I133859466344.8%78.8%87.9%+43.1228607231.5%67.4%80.9%+49.4367767569.8%79.2%78.1%+8.3Phonemic AwarenessTitle I110813014067.9%81.8%88.1%+20.2Non-Title I160686888.2%100%100%+11.8Graphophonemic KnowledgeTitle I143046847190.0%97.9%98.5%+8.521123.4%3.4%6.9%+3.5Non-Title I121522922993.5%99.6%99.6%+6.120000.0%0.0%0.0%0.0 Table 2-9- TPRI, 2006-2007 Matched Results by Grade Level, Type of Education and Assessment Component Number and Percent Rated As Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionSpecial Ed16816822619.5%48.1%64.8%+45.3218283427.3%42.4%51.5%+24.2318192840.9%43.2%63.6%+22.7General Ed19622028251630.4%64.1%79.5%+49.1212322132025.6%46.0%66.7%+41.1324030533154.7%69.5%75.4%+20.7Phonemic AwarenessSpecial Ed19141542.9%66.7%71.4%+28.5General Ed115217818676.8%89.9%93.9%+17.1Grapho4phonemic KnowledgeSpecial Ed137393988.1%92.9%92.9%+4.820000.0%0.0%0.0%0.0General Ed157662262591.4%98.7%99.2%+7.821123.4%3.4%6.9%+3.5 One Year Students Table 3-1- Summary of Longitudinal Analyses Across Student Subgroups and by Assessment Tool Target RF PopulationTarget RF Grade LevelITBS Overall Literacy SkillsEthnicityAfrican AmericanKSignificant ImprovementHispanicSignificant ImprovementWhite and OthersSignificant ImprovementAfrican American1Significant ImprovementHispanicSignificant ImprovementWhite and OthersSignificant ImprovementAfrican American2Significant ImprovementHispanicSignificant ImprovementWhite and OthersSignificant ImprovementAfrican American3Significant ImprovementHispanicSignificant ImprovementWhite and OthersSignificant ImprovementTitle I StatusNot Title IKSignificant ImprovementTitle ISignificant ImprovementNot Title I1Significant ImprovementTitle ISignificant ImprovementNot Title I2Significant ImprovementTitle ISignificant ImprovementNot Title I3Significant ImprovementTitle ISignificant ImprovementEducation StatusGeneral EdKSignificant ImprovementSpecial EdSignificant ImprovementGeneral Ed1Significant ImprovementSpecial EdSignificant ImprovementGeneral Ed2Significant ImprovementSpecial EdSignificant ImprovementGeneral Ed3Significant ImprovementSpecial EdSignificant ImprovementLEP StatusNot LEPKSignificant ImprovementLEPSignificant ImprovementNot LEP1Significant ImprovementLEPSignificant ImprovementNot LEP2Significant ImprovementLEPSignificant ImprovementNot LEP3Significant ImprovementLEPSignificant Improvement Table 3-2 - Longitudinal ITBS Analysis Matched Sample t-Test, by Grade Level and Ethnicity EthnicityGrade LevelMatched NMean ScoreMean Differencet-ValueSig.African-AmericanGrade KFall 2006115.10Spring 20072506130.0314.928*84.013.000Grade 1Fall 2006134.99Spring 2007952147.9913.007*60.619.000Grade 2Fall 2006151.97Spring 2007592165.3013.336*47.248.000Grade 3Fall 2006166.64Spring 2007756180.3713.726*42.495.000HispanicGrade KFall 2006111.99Spring 2007455125.5313.538*32.807.000Grade 1Fall 2006130.33Spring 2007335142.4812.152*32.376.000Grade 2Fall 2006149.54Spring 2007185162.9013.357*24.145.000Grade 3Fall 2006163.34Spring 2007199177.7414.397*26.244.000White and OthersGrade KFall 2006119.58Spring 20071297136.4716.887*71.914.000Grade 1Fall 2006139.07Spring 2007434153.7514.682*42.007.000Grade 2Fall 2006156.37Spring 2007312172.5516.189*36.864.000Grade 3Fall 2006172.88Spring 2007373188.1915.308*32.448.000*The mean difference is significant at the .05 level. Table 3-3 Longitudinal ITBS Analysis Matched Sample t-Test, by Grade Level and Title I Status Title I StatusGrade LevelMatched NMean ScoreMean Differencet-ValueSig.Not Title IGrade KFall 2006116.30Spring 20072790132.3916.087*91.699.000Grade 1Fall 2006135.16Spring 20071223148.4813.328*68.268.000Grade 2Fall 2006153.16Spring 2007788167.5914.426*54.445.000Grade 3Fall 2006168.01Spring 20071040182.3514.332*52.151.000Title IGrade KFall 2006115.48Spring 20071858130.2214.735*77.783.000Grade 1Fall 2006135.03Spring 2007701148.2213.188*50.672.000Grade 2Fall 2006152.34Spring 2007447166.3814.038*40.209.000Grade 3Fall 2006169.05Spring 2007458184.1215.074*36.961.000*The mean difference is significant at the .05 level. Table 3-4 Longitudinal ITBS Analysis Matched Sample t-Test, by Grade Level and Education Status Education StatusGrade LevelMatched NMean ScoreMean Differencet-ValueSig.General EdGrade KFall 2006 116.15Spring 20074427131.8815.728*118.099.000Grade 1Fall 2006135.29Spring 20071828148.7813.494*84.784.000Grade 2Fall 2006153.18Spring 2007 1180167.7014.521*67.845.000Grade 3Fall 2006168.97Spring 20071420183.7414.771*63.949.000Special EdGrade KFall 2006112.50Spring 2007221124.4211.919*21.612.000Grade 1Fall 2006131.72Spring 200796140.869.146*14.011.000Grade 2Fall 2006146.24Spring 200755155.479.236*9.716.000Grade 3Fall 2006156.74Spring 200778167.4410.692*9.346.000*The mean difference is significant at the .05 level. Table 3-5 Longitudinal ITBS Analysis Matched Sample t-Test, by Grade Level and LEP Status LEP StatusGrade LevelMatched NMean ScoreMean Differencet-ValueSig.Not LEPGrade KFall 2006116.95Spring 20072516132.8415.891*91.407.000Grade 1Fall 2006135.46Spring 20071072148.9413.484*65.482.000Grade 2Fall 2006153.62Spring 2007680168.3014.684*52.002.000Grade 3Fall 2006169.24Spring 2007894 184.2014.952*49.906.000LEPGrade KFall 2006114.82Spring 20072132129.9615.141*77.488.000Grade 1Fall 2006134.67Spring 2007852147.6913.016*54.458.000Grade 2Fall 2006151.94Spring 2007555 165.7413.798*43.575.000Grade 3Fall 2006166.98Spring 2007 604180.9613.977*39.945.000*The mean difference is significant at the .05 level. Table 3-6 TPRI, 2006-2007 Matched Results by Grade Level, Ethnicity and Assessment Component Number and Percent Rated as Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionAfrican-AmericanK8211356127537.4%56.6%53.3%+15.9111223732724.6%52.1%71.9%+47.329418125922.9%44.0%63.0%+40.1330633938160.1%66.6%74.9%+14.8HispanicK8619722215.9%32.5%36.6%+20.7119437215.8%35.8%60.0%+44.2217314415.2%27.7%39.3%+24.1345516346.9%53.1%65.6%+18.7White and othersK55791093046.6%72.6%74.2%+27.617414217934.4%66.0%83.3%+48.927012714933.8%61.4%72.0%+38.2316718018672.6%78.3%80.9%+8.3Phonemic AwarenessAfrican-AmericanK92393282.8%44.2%60.6%+57.8129444451.8%78.6%78.6%+26.8HispanicK5521202.0%17.7%40.8%+38.817131350.0%92.9%92.9%+42.9White and othersK232513198.6%25.9%76.1%+67.5127353669.2%89.7%92.3%+23.1Grapho-phonemic KnowledgeAfrican-AmericanK4711634176146.2%88.9%95.8%+49.6161717278.2%91.0%92.3%+14.120000.0%0.0%0.0%0.030000.0%0.0%0.0%0.0HispanicK6933642224.1%75.0%94.2%+70.1119282861.3%90.3%90.3%+29.020000.0%0.0%0.0%0.030000.0%0.0%0.0%0.0White and othersK339953104548.7%88.5%97.0%+48.3148545582.8%93.1%94.8%+12.020000.0%0.0%0.0%0.030000.0%0.0%0.0%0.0 Table 3-7 TPRI, 2006-2007 Matched Results by Grade Level, LEP Status and Assessment Component Number and Percent Rated as Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionLEPK449211617.4%32.2%40.6%+23.218223512.7%34.9%55.6%+42.92322294.6%33.8%44.6%+40.0316162347.1%47.1%67.6%+20.5Non-LEPK11351879184940.0%61.5%60.6%+20.6114829640028.0%56.1%75.8%+47.8214326033627.4%49.8%64.4%+37.0330633938363.6%70.5%79.6%+16.0Phonemic AwarenessLEPK324522.9%18.0%39.1%+36.2125540.0%100%100%+60.0Non-LEPK274115525.3%49.6%66.7%+61.415068.6963.3%86.1%87.3%+24.0Grapho-phonemic KnowledgeLEPK2315519817.3%73.8%94.3%+77.016101054.5%90.9%90.9%+36.420000.0%0.0%0.0%0.030000.0%0.0%0.0%0.0Non-LEPK6892153235347.1%88.3%96.5%+49.4110611711786.9%95.9%95.9%+9.020000.0%0.0%0.0%0.030000.0%0.0%0.0%0.0 Table 3-8 - Year 1 Students TPRI, 2006-2007 Matched Results by Grade Level, Title I Status and Assessment Component Number and Percent Rated as Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionTitle IK9571628158034.7%54.6%52.9%+18.2113929842023.6%50.7%71.4%+47.8212024332821.8%44.1%59.5%+37.7339744549460.0%67.2%74.6%+14.6Non-Title IK28946747245.6%71.1%71.8%+26.21478610837.0%67.7%85.0%+48.0247718940.2%60.7%76.1%+35.9312813314371.5%74.3%79.9%+8.4Phonemic AwarenessTitle IK182974543.1%36.0%55.0%+51.9138505159.4%78.1%79.7%+20.3Non-Title IK1214517310.0%67.8%80.8%+70.8117232368.0%92.0%92.0%+24.0Grapho-phonemic KnowledgeTitle IK4961943218238.1%85.3%95.8%+57.718410210375.7%91.9%92.8%+17.120000.0%0.0%0.0%0.030000.0%0.0%0.0%0.0Non-Title IK23352655762.3%92.6%98.1%+35.8130343483.3%94.4%94.4%+11.120000.0%0.0%0.0%0.030000.0%0.0%0.0%0.0 Table 3-9 TPRI, 2006-2007 Matched Results by Grade Level, Type of Education and Assessment Component Number and Percent Rated as Developed Component/Subgroup/GradeFall 2006Winter 2007Spring 2007Percentage Point ChangeComprehensionSpecial EdK49859325.5%42.9%47.0%+21.5112294118.5%44.6%63.1%+44.6211172822.4%34.7%57.1%+34.7336526737.5%54.2%69.8%+32.3General EdK9751651161838.2%59.7%58.5%+20.3115331042926.9%54.6%75.5%+48.6213526434924.3%47.5%62.8%+38.5348551956466.2%70.8%76.9%+10.7Phonemic AwarenessSpecial EdK010200.0%14.9%29.9%+29.910230.0%40.0%60.0%+60.0General EdK243635024.7%45.2%62.5%+57.8154696968.4%87.3%87.3%+18.9Grapho-phonemic KnowledgeSpecial EdK2710312232.9%75.7%89.7%+44.018101061.5%76.9%76.9%+15.420000.0%0.0%0.0%0.030000.0%0.0%0.0%0.0General EdK6031938213446.0%87.6%96.4%+50.4110212012179.7%93.8%94.5%+14.820000.0%0.0%0.0%0.030000.0%0.0%0.0%0.0 2006-07 North Carolina Reading First Program Evaluation 2007 School Implementation Survey Section I  RF Program Leadership & Management School: ______________________ Reflecting on the 2006-07 year of RF implementation, which of the following services were provided by DPI? (Check all that apply) mProviding professional development activities on teaching readingmAssisting staff in identifying resources and selecting appropriate materialsmProviding access to expertise of reading researchers about research-based practices for teaching reading (e.g., university faculty, ERRFTAC, Dr. Santi, Carolyn Denton) mProviding financial support for your school s staff professional development mProviding technical assistance for planning and implementationmAssisting with efforts to align instruction and researchmConducting site visits and maintaining communicationmEncouraging regional collaboration and networkingmOther, specify: _____________________________________________________What support or technical assistance from DPI was most helpful to your school?  What support or technical assistance from DPI was least helpful to your school?  What support or technical assistance (if any) was needed, but not received from DPI to support the implementation of the RF Initiative in your school and to ensure that your schools needs were met?  Did the level of on-site support and training provided by the Regional Consultant adequately meet the needs of this schools RF Coach? m Yes, it was about right.m No, more support/training was needed. m No, less support/training was needed. Which of the following services were provided by the RF Regional Consultant assigned to this school? (Check all that apply) m Modeled effective delivery of scientifically-based reading research (SBRR) for RF LEA Contact, the RF principal and the RF Coach at regional meetingsm Helped the RF Coach to plan and provide teacher professional developmentm Provided training to the RF Coach in strategies for mentoring and monitoring instructional deliverym Provided assistance in selecting RF instructional materialsm Provided assistance in using the RF reading assessments and interpreting datam Conducted RF regional meetings tailored to school needs and provided beneficial informationm Delivered on-site professional development designed to increase teacher capacity in SBRR instructional strategies by requestm Assisted with planning other school-based teacher professional developmentm Provided ongoing technical assistance, including on-site modeling of teacher practices m Conducted site visits with observations, feedback, and teacher mentoring meetingsm Other, specify:__________________________________________________ Which best describes the overall quality of the support and training provided by the Regional Consultant to this school? m m Poorm m Fair m m Goodm m Excellent What support or technical assistance (if any) was needed, but not received from the Regional Consultant to support the implementation of the RF Initiative in your school and to ensure that your schools needs were met?  What roles do the LEA Contact and school principal play in the RF program at your school? (Check all that apply) LEA Contact Principal a) Hires staff with appropriate expertise in readingmmb) Monitors the implementation of the reading programmmc) Selects materials for reading programmmd) Selects professional development topics and opportunitiesmme) Conducts whole school reading activitiesmmf) Conducts demonstration lessons mmh) Administers state or district assessmentsmmi) Assesses individual student progress mmj) Interprets assessment resultsmmk) Leads study groups mml) Groups and schedules students mmm) Determines needs for special reading interventions mmn) Reviews teachers lesson plans and offers suggestions mmo) Monitors reading program to ensure consistencymmp) Observes teachers and provides feedback mmq) Provides support, leadership, and guidance to RF Coachesmm What support or technical assistance from the LEA Contact was most helpful to your school?  What support or technical assistance from the LEA Contact was least helpful to your school?  What support or assistance (if any) was needed, but not received from the LEA Contact to support the implementation of the RF Initiative in your school and to ensure that your schools needs are met?  Was this schools RF Coach in place at the time of school opening in fall 2006? m Yesm No a. If no, what circumstances delayed staffing this position?  Did your school experience a turnover in the RF coach position between Years 2 and 3? m Yesm No If yes, how did the change in the RF coach impact implementation (if at all)?  Section II  Evidence-based Instructional Approaches, Materials & Programs Were the RF curriculum materials purchased and received by teachers at the time of school opening in fall 2006? m Yesm No During this past year, how much emphasis was placed on teaching each of the five essential components of reading in RF classrooms at this school? (For each component, check only one response) No Emphasis As of YetMinimal EmphasisModerate EmphasisSustained Emphasisa) Phonemic Awarenessmmmmb) Phonicsmmmmc) Fluencymmmmd) Vocabulary Developmentmmmme) Text Comprehensionmmmm To what extent have the following instructional strategies been implemented in the RF classrooms in this school? (For each strategy, check only one response) Not YetPartiallyFullya) Using explicit instructional strategies (e.g., blending, modeling)mmmb) Using coordinated instructional sequencesmmmc) Providing ample practice opportunitiesmmmd) Providing ongoing corrective feedback mmme) Conducting ongoing assessmentmmmf) Using small, same-ability groupsmmmg) Re-teaching knowledge and skills with struggling studentsmmmh) Using flexible grouping mmmi) Peer tutoringmmmj) Providing dedicated blocks of reading timemmmk) Adapting for students experiencing reading difficulties mmml) Other, specify: _________________________________mmm Are there school wide classroom procedures in place for: Referring K-3 students to intervention programs? m Yes m No Monitoring K-3 students progress in intervention programs? m Yes m No Determining when intervention services are no longer m Yes m No necessary for K-3 students? Which of the following criteria does your school use to identify students with reading difficulties for tutoring or other reading interventions in each of grades K-3? KgGrade 1Grade 2Grade 3a) Standardized achievement test scores in readingmmmmb) Classroom-based test scores in readingmmmmc) Diagnostic test scores in readingmmmmd) Documented classroom observationsmmmme) Teacher recommendationsmmmmf) Other school staff recommendationsmmmmg) Requests from parentsmmmmh) TPRI and other ongoing assessmentsmmmmi) Other, specify: _________________________________________mmmm What types of intervention services were provided for struggling readers at this school during the 2006-07 year? (Check all that apply) m Before- and after-school programs for individual students m Reading specialist, special education teacher, or bilingual/ELL teacher who works with students individuallym Reading interventions for English language learnersm Reading programs for special needs studentsm A separate tutorial program for readers that is part of an interventionm Trained aides tutor individual students within the core classroom programm Early intervention for kindergarten studentsm Summer intervention/enrichment programsm Other, specify: _____________________________________________________________________ Are there school wide and classroom procedures in place for: YesNoReferring K-3 students to intervention programs?Monitoring K-3 students progress in intervention programs?Determining when intervention services are no longer necessary for K-3 students? Which of the following were used for intervention services? (Check all that apply) m Small group instructionm Word studym Teacher-guided reading to improve vocabularym Direct, systemic instruction in phonemic awareness and phonicsm Use of writing in response to textm Carefully planned assessments that monitor students progressm Opportunities for guided, repeated oral readingm Array of SBRR activities that include such areas as decoding and comprehensionm Approved technology-based intervention programsm Approved intervention programsm Materials and instructional techniques that are aligned with in-class interventionm Other, specify: _____________________________________________________________________ Section III: Classroom-based Screening, Diagnostic & Assessments Please rate the degree to which each of the following assessments impacted reading instruction in RF classrooms at this school. (For each, check only one response)  No ImpactSlight ImpactModerate ImpactSustained Impact a) Texas Primary Reading Inventory (TPRI) & Fluencymmmmb) CBM Fluency (AIMS)mmmmc) Iowa Test of Basic Skills (ITBS)mmmmd) End of Grade (EOG) Reading Testmmmme) Core Reading Program assessmentsmmmmf) Other, specify: _________________________________mmmm During Years 1 and 2, schools faced a number of challenges in using the RF classroom assessments. For each possible challenge, please identify if it was a problem for your school during the 2006-07 year? No, not a problem Yes, a minor problemYes, a significant problema) Delays in purchasing/obtaining assessment materialsb) Technical difficulties with the TPRIc) Insufficient time during the school day for testing administration/activitiese) Difficulties using and/or interpreting the assessment resultsf) Lack of clarity of the assessment administration scheduleg) Insufficient planning timeh) Delays in receiving assessment resultsi) Other, specify: ____________________________________________ Section IV: Professional Development Who received professional development (PD) through the RF Initiative during the 2006-07 year? (Check all that apply) m School administrators (e.g., principal, assistant principal) m RF Coachm Reading/literacy teachers, specialists, or coaches m Other content/curriculum specialistsm School-based staff developersm Classroom teachers, grades K-3m ESL or bilingual teachersm Special education or exceptional children teachersm Title I teachersm Teaching assistants, grades K-3m Other, specify:____________________________________________________ Approximately how many hours of RF professional development did K-3 teachers at this school receive during the 2006-07 school year? _____ Hours During the 2006-2007 year, what type of course did your school offer to Year 3 Reading First teachers? m Voyager U Course 3m School-based Professional Development PlanIf a professional development plan was implemented, please describe the content:  Will the professional development plan be implemented next year or will you use Voyager U Course 3? m Yesm No How effective was the process of developing your school-based professional development plan? What obstacles did you encounter in developing your school-based professional development plan?  Did this school have a new principal for the 2006-2007 school year? m Yesm No During the 2006-07 school year, was the principal at this school offered opportunities for networking and sharing with other RF principals? m Yesm No If yes, please describe:  If yes, how helpful were these networking activities in supporting RF implementation of at this school? m Very helpful m Somewhatm Not helpful What (if anything) can be done to improve these activities or make them more productive for participating principals?  Section V  Access to Print Because of RF, has this school purchased additional books for classroom libraries? m Yesm No Because of RF, has this school purchased additional books for the school library? m Yesm NoHas this school coordinated with any federal, state, or local programs to increase student access to a variety of engaging reading materials? m Yesm NoIf yes, please describe: Has this school coordinated with any local library programs to promote greater access to print materials? m Yesm NoIf yes, please describe: Has your LEA assisted this school in increasing student access to a wide variety of engaging reading material? m Yesm NoIf yes, please describe:  Section VI  Effectiveness of Implementation What outcomes for RF teachers are evident at this school thus far? (For each outcome, check only one response) No Impact Slight ImpactModerate ImpactSustained Impacta) Adjusting classroom instruction to meet the needs of students with diverse characteristics (such as students with diverse learning styles or special needs)mmmmb) Increasing teachers confidence mmmmc) Increasing teachers enthusiasm about teachingmmmmd) Increasing collaboration among teachersmmmme) Improving teachers knowledge of the five essential components of readingmmmmf) Improving the ways teachers teach readingmmmmg) Engaging teachers in discussions on how children learn to readmmmmh) Increasing teachers use of assessment data in planning instructionmmmmi) Improving teacher retentionmmmmj) Increasing teachers use of technologymmmmk) Other, specify: ______________________________________mmmm What student outcomes attributable to RF are evident thus far? (For each, check only one response) Too early to tellNo Impact Slight impactModerate impactSustained impacta) Improving students reading skillsmmmmmb) Improving the overall quality of students workmmmmmc) Increasing students interest and motivationmmmmmd) Decreasing students being retained in grade mmmmme) Improving students readiness for schoolmmmmmf) Improving students behaviormmmmmg) Improving attendancemmmmmh) Decreasing placements in special education mmmmmi) Improving self-confidence in readingmmmmmj) Decreasing the number of students referred to Exceptional Children programmmmmmk) Other, specify: _____________________________________mmmmm What other outcomes are evident at this school as a result of RF program implementation thus far? (For each outcome, check only one response) No Impact Slight ImpactModerate ImpactSustained Impacta) Building a cadre of reading leaders, coaches and experts mmmmb) Improving the school climate or culturemmmmc) Extending reading instruction at all grades, using specific instructional strategies mmmmd) Offering extensive in-classroom follow-up for teachers mmmme) Providing ongoing consultation with expertsmmmmf) Increasing the amount of research-based PD in reading for the entire school staffmmmmg) Greater use of school library by K-3 teachers and studentsmmmmh) Greater use of school library by K-3 students and parents mmmmi) Increasing amount of time allotted for teacher planningmmmmj) Changing philosophies of staff regarding teaching readingmmmmk) Improving allocation of resources, including instructional materialsmmmml) Improving policies about student promotionmmmmm) Improving communication/direction from district and statemmmmn) Other, specify: ___________________________________________mmmm What changes in reading pedagogy among K-3 teachers are evident thus far? (Check all that apply) m None m Increased use of varied instructional presentation to engage studentsm Increased emphasis on explicit skill and strategy instructionm Increased emphasis on guided practicem Grouped students differently for instructionm Increased use of small group instructionm Increased emphasis on paired readingm Increased time on a particular dimension of readingm Greater incidence of individualized student instructionm Increased use of testing results to inform instructionm Increased one-on-one instruction with students experiencing difficulties readingm Worked with school specialists to provide for students in need of interventionsm Other, specify: _____________________________________________________________________ Reflecting on the 2006-07 year of RF implementation, for each of the following, check yes if it was a problem for this school, or no if it was not a problem for this school. No, not a problem Yes, a minor problemYes, a significant problema) Finding adequate time for teachers to implement the SBRR instructional strategies/practicesb) Lack of commitment from District administratorsc) Insufficient instructional materials for K-3 teachersd) Implementing the RF classroom assessmentse) Low teacher engagement in the school s RF planf) Finding time for RF teachers to attend the PD sessionsg) Finding time for teachers to observe reading instruction in other classrooms or receive coaching from other teachersh) Finding time to coordinate reading interventions for special education students with core reading instructioni) Finding time to coordinate reading interventions for struggling readers with core reading instructionj) Finding time to coordinate reading interventions for ELL students with core reading instructionk) Too much time spent downloading online materialsl) Lack of time to meet/plan with other teachers and coachesm) Varying degrees of computer skills among teachersn) Insufficient funding o) Addressing issues related to high staff turnover (e.g., training new staff)p) Other, specify: ____________________________________________ What additional types of constraints (if any) has this school encountered in implementing the RF Initiative?  What other changes (positive or negative) have taken place at this school because of the implementation of the RF Initiative?  Finally, what kinds of changes (if any) would improve the overall design or implementation of the RF Initiative?  Thank you for participating in this survey. North Carolina Department of Public Instruction Reading First Initiative Teacher Survey Directions: This survey is being administered on behalf of the Department of Public Instruction as part of an independent evaluation of NCREADS; the states Reading First initiative. Your responses concerning the implementation of the Reading First initiative in your school will be an important part of the evaluation. Please answer all questions candidly and completely. Be assured that the information you provide will be treated confidentially; you will not be identified with any of your responses. Thank you. Background Information School Name: ____________________________ Teacher ID: ______________________ 3. What is your position at the school? m Kindergarten teacherm Grade 1 teacherm Grade 2 teacherm Grade 3 teacherm RF Coachm Title I teachersm Special education or exceptional children teachersm School-based staff developersm Specialty teacher (Art, Phys Ed, Music)m ESL or bilingual teachersm Reading/literacy teachers, specialists, or coachesm Other content/curriculum specialistsm Other, specify: ____________________________ 4. Including this year, how long have you been teaching? a. Number of years teaching:_______b. Number of years teaching in Reading First:_______ What is your highest educational degree? m Doctorate m Master s degreem Bachelor s degree m Associate s degreem Other, specify: _______________________________________________________ 6. Describe your certification status: (Check one)m Certifiedm Emergencym Probationary (temporary)m Other, specify: ________________________________7. If certified, identify the areas: (Check all that apply)m Elementary education m Special educationm Early childhood educationm Bilingual educationm Readingm Other, specify: ____________________________ Teaching Practices How often do you engage your students in the following dimensions of reading? (Check one response for each area) Not at allLess than once a week1-2 times a week3-4 times a weekDailya) Phonemic Awarenessmmmmmb) Phonicsmmmmmc) Word recognition strategiesmmmmmc) Oral reading fluencymmmmmd) Vocabulary developmentmmmmme) Reading comprehensionmmmmmf) Independent readingmmmmmg) Writing/compositionmmmmmh) Spellingmmmmm Please review the instructional activities below and indicate the extent to which each has been implemented in your classroom, using the following scale: 1=I am not implementing this activity2=I have begun to implement this activity, but substantial improvements are needed in the quality and extent of my approach3=I am implementing this activity, but my approach could be refined or improved4=I am implementing this activity routinely; there is little need for improvementLevel of Implementation Not at all Fully1234a) Using explicit instructional strategies (e.g., blending, modeling)mmb) Using coordinated instructional sequencesmmc) Providing ample practice opportunitiesmmd) Providing ongoing corrective feedback mme) Conducting ongoing assessmentmmf) Using small, same-ability groupsmmg) Re-teaching knowledge and skills when students experience difficultiesmmh) Using flexible grouping mmi) Peer tutoringmmj) Providing dedicated blocks of reading timemmk) Adapting for students experiencing reading difficulties mml) Other, specify: mm Instructional Support How involved is your principal with the RF reading skills assessments? (Check one) m The principal is generally not involved with the skill assessmentsm The principal makes sure skill assessments take place, but dos not track resultsm The principal helps with skill assessments and keeps track of the resultsm The principal helps with skills assessments and requires that instruction be adjusted as necessary Does the principal attend grade-level meetings specifically related to your school s adopted RF core curriculum/program? (Check one) m The principal is not involved with such meetings m The principal attends such meetings a few times a yearm The principal attends such meetings monthlym The principal attend such meetings more often than monthly In general, what level of support is provided by your principal related to your teaching of your school s adopted core curriculum/RF initiative? (Check one) m Little or no supportm Adequate supportm More than adequate  Who provides you with feedback about your teaching of reading? (Check all that apply) m Principalm LEA contactm RF Coachm Regional Consultantm School reading specialistm Other, specify: _____________________ How often do you receive feedback about your teaching of reading? (Check one) m Every other month or less often m At least once a monthm At least once ever 2 weeksm Weekly or more often Who takes responsibility for teachers using the schools adopted RF curriculum/program? (Check one) m Neither the principal nor the RF coach take much responsibilitym The principal takes primary responsibilitym The principal and the RF coach share equal responsibilitym The principal gives the coach the primary responsibility Who provides the primary leadership for the RF initiative at your school? (Check all that apply) m Principalm LEA contactm RF Coachm School reading specialistsm Team of teachersm School staff developersm Regional Consultantm Other, specify: _____________________ What support or assistance (if any) was needed, but not received from your principal related to your teaching of the adopted RF curriculum/program?  What is your access to your school s RF Coach? (Check one) m The RF Coach is often unavailablem The RF Coach is usually availablem The RF Coach seeks me out to assure that I have the support I need Is your RF Coach helpful in answering questions about how to teach your schools adopted RF reading program? (Check one) m The RF Coach often doesn t know more than I do about how to teach the programm The RF Coach gives general answers to questionsm The RF Coach gives specific, detailed answers that I can use If the coach has conducted one or more demonstration lessons for you, how helpful were they? (Check one) m The RF Coach has not conducted a demonstration for mem The RF Coach s demonstrations do not help muchm The RF Coach provides adequate demonstrationsm The RF Coach provides demonstrations that significantly improve my teaching Does the RF Coach help you with the RF reading skills assessments? (Check one) m The RF Coach is not involved with these assessments m The RF Coach makes sure the assessments take place, but does not review resultsm The RF Coach helps interpret the assessments and reviews results How much access does the RF Coach have to classrooms in your school? (Check one) m The RF Coaches need teacher or principal permission to visit a classroomm The RF Coaches have free access to classrooms, but only a few teachers welcome their presencem The RF Coaches have free access to classrooms, but only about half of the teachers welcome their presencem The RF Coaches have free access to classrooms, and almost all of the teachers welcome their presence How would you rate the quality of the support you are getting from your RF Coach? (Check one) PoorFairGoodExcellentNot applicablea. Availability/responsiveness of the RF coach mmmmmb. Organization of teacher group discussionsmmmmmc. Facilitating group discussionsmmmmmd. Modeling best practicesmmmmme. Observing teacher implementation of research-based practicesmmmmmf. Providing opportunities for teaches to practice new strategies in a safe contextmmmmmg. Providing opportunities to try out strategies with peer support in the classroommmmmme. Providing constructive feedback to teachersmmmmm What support or technical assistance from the RF Coach was most helpful?  What support or technical assistance from the RF Coach was least helpful?  What support or technical assistance (if any) was needed, but not received from the RF Coach to support the implementation of the RF Initiative in your school?  NCREADS Professional Development What NCREADS Academy Course modules have you completed? (Check all that apply) 27. Course 1: Foundations of Reading28. Course 2: Reading for Understandingm Module 1: Phonemic Awarenessm Module 1: Vocabularym Module 2: Phonicsm Module 2: Comprehension: Literaturem Module 3: Fluencym Module 3: Comprehension: Informational Textm Module 4: Vocabulary m Module 4: Comprehension: Discussionm Module 5: Comprehensionm Module 5: Comprehension: Writingm Module 6: Motivation29. Course 3: Getting Reading Resultsm Module 1: Initial Planningm Module 2: Implementation- Phase 1m Module 3: Implementation- Phase 2m Module 4: Small Group Instruction 30. If you are a third year Reading First teacher, did you complete a school-based professional development program in place of Course 3? m Yesm Nom Not Applicable 31. How would you rate the NCREADS Academy online/web-based learning and communication in the following areas? PoorFairGoodExcellenta. Quality of contentmmmmb. Relevance of information to reading researchmmmmc. Providing an understanding of the theory and rationale for new content and instructionmmmmd. Organization of modulesmmmme. Availability of information for the modulesmmmm 32. To what extent is NCREADS consistent with your school s professional development activities? m Not at allm Small extentm Moderate extentm Great extent 33. To what extent are the knowledge and skills you obtained from NCREADS activities consistent with the reading instructional materials you use in your classroom? m Not at allm Small extentm Moderate extentm Great extent 34. For each of the elements of SBRR, indicate your level of knowledge at the onset of RF implementation and currently, using the following scale: 0=No knowledge at all1=Some knowledge (e.g., not confident about my understanding of this element for effective teaching)2=Fair amount of knowledge (e.g., confident in using my understanding for creating lessons and teaching)3=Very knowledgeable (e.g., able to use my understanding for teaching as well as for helping other teachers create and deliver teaching)At the Start of Year 1:At the End of Year 3:01230123Phonemic awareness((((((((Phonics((((((((Word recognition strategies((((((((Oral reading fluency((((((((Vocabulary development((((((((Reading comprehension((((((((Independent reading((((((((Writing/composition((((((((Spelling(((((((( Content Assessment If you are currently a teacher of kindergarten students, please answer the following questions. If you teach grades 1 through 3, skip to question 42. Please select the option that best fits the condition according to the reading program you use. 35. Small group instruction offers opportunities for students to: a.Be involved in a variety of reading/language arts activities related to the content of the unit/theme(b.Rotate into sequence of activities on a variety of topics(c.Be assigned to a group with matched abilities(d.Work on specific skills or activities designed to meet their needs( 36. The adopted program components that are best delivered to the entire class at the same time are: a.Workbook/practice book(b.Pre-decodable books(c.Reading the Big Book( 37. When teaching phonemic awareness, a teacher should: a.Check for understanding by calling on all students during each lesson(b.Make sure students have proficiency on one phonemic awareness skill before proceeding to the next skill(c.Clarify meaning of all unknown words(d.Make sure students are in close proximity in order to monitor responses( 38. Most of writing instruction should be focused on: a.Introducing the writing process(b.Teaching the adopted programs lessons(c.Giving students an opportunity to write on self-selected topics(d.Having students writing on various topics in their journals( 39. It is important for kindergarten students to be automatic in recognizing: a.Their names(b.Names of the alphabet sounds cards (c.Upper and lower case letters(d.Simple consonant-vowel-consonant words( 40. The workbook/practice book should be used to: a.Have students complete assignments independently in class(b.Provide guided practice(c.Have students work on the assignment as homework( 41. A teacher should teach comprehension and vocabulary development through the use of: a.Decodable text(b.Read alouds(c.Strategies and skills( The following questions are for teachers of grades 1 though 3. 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B C E   ] ^ ` f   A B ! " E F j k   = > X Y \ ^ ɺɧɺɺۙۙۙۙۙۙۙhUCJOJPJQJaJU hU56CJOJPJQJaJhU5CJOJPJQJaJ#hD|hU5CJOJPJQJaJ hD|hUCJOJPJQJaJ& j hD|hUCJOJPJQJaJ<_s`sasB C v y je]eeTTH $$Ifa$gdU $IfgdU$a$gdUgdUkd$$IflF X !oh t0     2s2 44 la  If you are a kindergarten teacher, please skip questions 42-49. 42. Most writing instruction should be focused on: a.Teaching the writing process(b.Daily lessons or weekly projects as provided in the adopted program(c.Weekly writing topics selected by my students(d.Writing projects the students are to publish, several times a year( 43. Most spelling instruction should be focused on: a.Weekly lessons based on the sound/spelling card patterns(b.Assigning students to write spelling words for practice(c.Providing word games to practice spelling(d.Having students memorize words to prepare for weekly tests( 44. When introducing a decodable book, a teacher should have students: a.Follow along as I read the book aloud(b.Silently read the book on their own(c.Work with me in a small group(d.Preview the book first, and then chorally read each page aloud( 45. Generally, when students are being given an opportunity to practice oral fluency, they should be: a.Working in small groups with me(b.Working with a student partner(c.Working individually( 47. After reading an anthology selection, students should generally: a.Participate in whole group discussion(b.Write a summary of the selection(c.Complete workbook pages to verify understanding( 48. Vocabulary instruction should focus mainly on students: a.Writing definitions from the glossary(b.Completing the vocabulary worksheets(c.Applying vocabulary strategies before and during reading(d.Using a graphic organizer to define and compare related words( 49. A teacher should use the workbook/practice book to: a.Have students complete assignments independently in class(b.Provide guided practice(c.Have students work on the assignment as homework( Reading Skills Assessments 50. Was the content and scope of the training sufficient, so that teachers were fully prepared to use the RF assessments in their classrooms? m Yesm No 51. If no, what was lacking from the training?  How much do you use the results of the reading skills assessments to improve or change instruction? (For each, check only one response)  No impactSlight impactModerate impactSustained impacta) Texas Primary Reading Inventory (TPRI) & Fluencymmmmb) CBM Fluencymmmmc) Iowa Test of Basic Skills (ITBS)mmmmd) End of Grade (EOG) Reading Testmmmme) Core Reading Program assessmentsmmmm 53. Please indicate any other reading skill assessments that you use to improve or change instruction: ___________________________ 54. What options do you find to be most effective when students do poorly on the reading skills assessments (Select all that apply) m Use intervention lessons during small group instruction m Allocate extended teaching timem Refer students as needed to special education servicesm Call for the assistance of the Reading Coach to help me improve my teachingm Call in a reading specialist or resource teacher to assist me with my studentsm Recommend time after school or during the summer to help students practice using adopted materialsm Transfer the student to a class more appropriate to the student s skill level Impact of the RF Initiative Overall, how would you rate the effectiveness of your school s adopted RF curriculum/program? m Poorm Fairm Goodm Excellent How well you have you implemented your school s adopted RF curriculum/program? m Poorm Fairm Goodm Excellent What factors impeded implementation of NCREADS? (Check all that apply) m Lack of computer availability m Too much time spent downloading materialsm Lack of time to meet with other teachers and RF coachm Lack of support from RF coachm Lack of time to implement the reading skills assessmentsm Competing professional development activitiesm Teachers had varying computer skillsm Teacher resistancem Too many teachers to trainm There were not obstacles What obstacles, if any, have restricted or hindered the effective implementation of the RF initiative? (Check all that apply) m Lack of LEA leadership or supportm Lack of building-level leadership or supportm Lack of interest/support among teachers and other instructional staffm Insufficient money or other resourcesm Staff turnover/new staffm Inadequate materials, equipment, and/or facilitiesm Insufficient or inadequate professional developmentm Lack of time to conduct necessary workm General discomfort or dissatisfaction with the curriculum materialsm There have been no obstacles In what ways has the RF initiative been useful to you thus far? (Check all that apply) m Filled a gap in my knowledge and understanding of reading/language arts m Expanded my repertoire of instructional strategiesm Provided me with new techniques for working with struggling readersm Provided me with new techniques for working with ELL studentsm Shifted my emphasis on content of instructionm Shifted my emphasis in instructional strategiesm Introduced me to new materials and resourcesm Provided me with direction on how to use assessment data to guide instructionm RF has not been useful  Since the start of RF, what changes have you made in your instructional practices? (Check all that apply for each school year) Year 1 (04-05)Year 2 (05-06)Year 3 (06-07)a. I have spent more time on a particular dimension of reading mmmb. I have grouped students differently for instructionmmmc. I have put more emphasis on explicit skill and strategy instructionmmmd. I have put more emphasis on guided practice.mmme. I have put emphasis on independent readingmmmf. I have involved parents differently in teaching readingmmmg. I have not made any changes in my reading instructionmmm How do you and your students use the libraries that are available to you? (Check all that apply) m I take my students to the school library for instructional purposesm My students take home books from the school librarym I coordinate with a local community library for students book-borrowing purposes m I take my students to the local community library and encourage them to use community library resources for school-related projectsm Other: _____________________________________________________________ What student benefits have occurred as a result of the RF initiative? (Check all that apply) m Improved reading skillsm Improved quality of student workm Increased interest and motivation to readm Improve attendancem Decreased placements in special educationm Improved self-confidencem Improved behavior (discipline)m Other, specify: ______________________________________________________m Too early to tell To what extent would you agree with the following statements in regard to your school? HighMedLowa. This school is characterized by a high degree of collaboration among teachers in teaching reading. (((b. This school provides an ample amount of time for RF teachers to plan collaboratively.((( c. This school is satisfied with the student results we are getting as a result of the RF initiative.((( d. Administrators behavior toward staff is supportive and encouraging.((( e. Compared to other schools, this school is a good place to work.((( f. I feel accepted and respected as a colleague by most staff members.((( g. In their words and actions, administrators consistently support the components of effective reading instruction.((( h. Teachers support the direction of the schools RF initiative.((( i. Assessment definitely guides instruction.((( Thank you for completing this survey. 2006-07 North Carolina Reading First Program Evaluation Interview Protocol RF Regional Consultants Implementation How many years have you been a Regional Consultant with Reading First? If 2 or more years, ask: Thinking back, how has your role as a Regional Consultant changed or evolved over time, if at all? Are schools asking for different types of technical assistance and training? Please explain. If 1 year or less, ask: As a Regional Consultant, what are your responsibilities in supporting both district- and school-level implementation? [Probe Assistance in identifying ongoing PD needs; assistance in planning district-wide and/or school-specific PD] During this past year, about how many of your schools selected to develop and implement a school-based professional development plan rather than offer VoyagerUs PD course? From what you know, what were the main reasons that schools/districts opted for the school-based PD plans rather than continuing with VoyagerU? Can you explain how these plans were developed? To what extent did schools or districts engage you in the planning process? How effective was the process of developing a school-based professional development plan? What obstacles did schools encounter in developing these plans? What is your opinion of quality and rigor of these plans in comparison to Voyager U? Do you believe the professional development plans were more effective for teachers? Ask: Why or why not? From your perspective, has the role of the RF District Coordinators in implementing the RF initiative in your region changed over time? If so, how? In your opinion, what, if anything, could be done to make the services or functions of the District Coordinators more effective at the district or school levels? Within your region, about how many of your RF schools had a change in their reading coach in Year 3? How has this impacted program implementation? What is your opinion of the effectiveness of the PD and on-site support provided to teachers by the RF Coaches? What if anything -- could be done to improve the how the RF Coach delivers their services to teachers in Year 4? How has the role of the principal in implementing the RF initiative evolved or changed over time, if at all? In what ways do the principals directly support the reading achievement of students in grades K-3? We wanted to ask a few questions regarding the three levels of reading skill assessment that was to be implemented in all RF schools. First, were the reading assessment materials purchased, so that they were fully available to teachers and others at the start of the 2006-2007 school year? If not --- What prevented this from happening? Were there any technical difficulties with the TPRI or any of the assessments? Was there sufficient time for testing administration/activities? From your perspective, were classroom teachers provided with training and support that fully prepared them to use each of those assessments during the 2006-2007 year? If not --- What improvements to that training would you recommend for next year? What is the typical structure of a reading lesson in a RF school? How are classrooms set up? How are students grouped? What is your opinion of the overall quality and implementation of NCREADS? From what youve observed, in what ways was NCREADS most helpful to teachers at the RF schools? What factors if any -- impeded the implementation of NCREADS in your region? Perceived Outcomes/Impacts What changes in instruction or instructional approaches/strategies have you observed in RF classrooms? Probe: Explicit instructional strategies, Coordinated instructional sequences, Ample practice opportunities, Aligned student materials, Ongoing assessment, Small flexible groups, Dedicated blocks of reading time From what youve observed, how has the RF initiative impacted the amount of collaboration among K-3 teachers in teaching reading? What specific examples can you provide? What has been the impact of the RF initiative on school climate? What student benefits have occurred because of the RF initiative thus far? What other impacts at either the district or school level do you attribute to RF? Why do you attribute these to the implementation of the RF initiative? A long-range goal for the NC RF initiative is positively impact K-3 reading curriculum for all NC schools. What have you observed that might provide evidence for some progress in this regard? For example, to what extent have you received inquiries about the RF initiative from non-participating schools or non-participating districts? What was the nature of those inquiries? To what extent have non-target schools within your region begun to adopt some of the RF components or its overall approach to teaching reading? Finally, what obstacles --- if any --- have restricted or hindered the effective implementation of the RF reading program(s) in your district/region or at the state level? We are interested in learning about what recommendations you might have to improve the implementation of the RF initiative for Year 4. 2006-07 North Carolina Reading First (RF) Program Evaluation Interview Protocol RF District Coordinators Implementation How many years have you been the RF Coordinator within your district? If 2 or more years, ask: Thinking back, how has your role as the RF Coordinator changed or evolved over time, if at all? Are schools asking for/needing different types of technical assistance and training? Please explain. If 1 year or less, ask: As the RF Coordinator, what are your responsibilities in supporting both district- and school-level implementation? [Probe Assistance in identifying ongoing PD needs; assistance in planning district-wide and/or school-specific PD] During this past year, about how many of the schools in your district selected to develop and implement a school-based professional development plan rather than offer VoyagerUs PD course for Year 3? From what you know, what were the main reasons that schools/districts opted for the school-based PD plans rather than continuing with VoyagerU? Can you explain how these plans were developed? To what extent did schools or districts engage you in the planning process? How effective was the process of developing a school-based professional development plan? What obstacles did schools encounter in developing these plans? What is your opinion of quality and rigor of these plans in comparison to Voyager U? Do you believe the professional development plans were more effective for teachers? Ask: Why or why not? What types of support or assistance do the Regional Consultants provide to you or others at the district level? What is your opinion of the quality of the services provided by the Regional Consultant? Why do you think that? What, if anything, could be done to make the services provided by the Regional Consultant even more effective at the district or the school level? Within your district, how many of your RF schools had a change in their reading coach in Year 3? How has this impacted program implementation? What is your opinion of the effectiveness of the PD and on-site support provided to teachers by the RF Coaches? What if anything -- could be done to improve the how the RF Coach delivers their services to teachers in Year 4? From what youve observed, how has role of the principal in implementing the RF initiative evolved or changed over time, if at all? In what ways do the principals directly support the reading achievement of students in grades K-3? We wanted to ask a few questions regarding the three levels of reading skill assessment that was to be implemented in all RF schools. First, were the reading assessment materials purchased, so that they were fully available to teachers and others at the start of the 2006-2007 school year? If not --- What prevented this from happening? Were there any technical difficulties with the TPRI? Was sufficient time allotted for testing administration/activities? From your perspective, were classroom teachers provided with training and support that fully prepared them to use each of those assessments during the 2006-2007 year? If not --- What improvements to that training would you recommend for next year? Have the RF schools coordinated with any federal, state, or local programs to increase student access to a variety of engaging reading materials? If yes, please describe.  How has the district assisted the RF schools in increasing student access to a wide variety of engaging reading material? What is your overall opinion of the quality and implementation of NCREADS? From what youve observed, in what ways was NCREADS most helpful to teachers at the RF schools? What factors if any -- impeded the implementation of NCREADS in your district? Perceived Outcomes/Impacts From what youve observed, how has the overall RF initiative impacted the amount of collaboration among K-3 teachers in teaching reading? What specific examples can you provide? What has been the impact of the RF initiative on school climate? Thinking about the RF schools in your district, what specific instructional activities or strategies for teaching reading were routinely being used by most K-3 teachers by the end of the 2006-2007 year? What changes in teachers pedagogy (e.g., structures for reading lessons, classroom set-up, and student group practices) were evident by the end of Year 3? What student benefits have occurred because of the RF initiative thus far? A long-range goal for the NC RF initiative is to have a positive impact on early reading curriculum for all NC schools. What activities or changes have you observed that might provide evidence for some movement in this regard? For example, to what extent have you received inquiries about the RF initiative from non-participating schools or non-participating districts? What was the nature of those inquiries? To what extent have non-target schools within your district begun to adopt some of the RF components or its overall approach to teaching reading? Are there specific examples you can provide? Have there been any changes in existing District policy or have new policies or guidelines been established that have emanated from the RF initiative to support the K-3 reading program? If yes, please describe. What impact (if any) has RF had on the districts reading program? For example, what evidence if any have you seen of Districts beginning to articulate curriculum and reading instruction across grades; address the needs of struggling readers; coordinate reading instruction with feeder preschool programs; and/or coordinate reading instruction with tutor? What obstacles --- if any --- have restricted or hindered the effective implementation of the RF program(s) in your district? What obstacles or problems occurred at the state level with regard to RF implementation? Finally, we are interested in learning about what recommendations you might have to improve the implementation of the RF initiative for Year 4? 2006-07 North Carolina Reading First (RF) Program Evaluation Interview Protocol RF Principals Implementation How many years have you been principal of this school? If 2 or more years, ask: Thinking back, how has your role in supporting RF implementation changed or evolved over time, if at all? Are teachers asking for/needing different types of technical assistance and training? Please explain. If 1 year or less, ask: As the principal of a RF schools, what are your responsibilities in supporting school-level implementation? [Probe Assistance in identifying ongoing PD needs; assistance in planning district-wide and/or school-specific PD] What types of training or PD if any -- was specially offered to principals of RF schools during the 2006-07 year? What opportunities were provided in Year 3 to promote networking and sharing among RF principals? To what extent were these helpful to program administration or implementation? During this past year, did your school choose to develop and implement a school-based professional development plan rather than offer the VoyagerU PD course for Year 3 teachers? (If no, skip to Q3.) If yes, what were the main reasons that you all opted for the school-based PD plans rather than continuing with VoyagerU? Can you explain how these plans were developed? What was your role in the process? What obstacles or challenges (if any) did your school encounter in developing these plans? What is your opinion of the quality and rigor of these plans in comparison to Voyager U? Do you believe the professional development plans were more effective for teachers? Ask: Why or why not? 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d>>>?ߺߺ~ߺߺoߺ^MMM h)Lh CJOJQJ^JaJ hx^h CJOJQJ^JaJh 6CJOJQJ^JaJ&hTh hiCJOJQJ^JaJ#hTh 5CJOJQJ^JaJ&hTh 5CJOJQJ\^JaJU hTh CJOJQJ^JaJ'Hh̶&h CJOJQJ^JaJh CJOJQJ^JaJ#h`bh 6CJOJQJ^JaJRegional Consultants provide to your school? How has their role changed or evolved over time, if at all? What is your opinion of the quality of the services provided by the Regional Consultant? Why do you think that? What, if anything, could be done to make the services provided by the Regional Consultant even more effective at the district or the school level? Did your school have a change in reading coach in Year 3? If yes, ask: How has this impacted program implementation? Approximately how often do teachers meet with the RF Coach? Would you estimate that teachers generally met the RF Coach at least once every other month, at least once a month, or several times a month or more frequently? In your opinion, was the RF Coach adequately prepared to serve as a mentor and coach to teachers implementing the adopted RF curriculum? Please explain. What is your opinion of the effectiveness of the PD and on-site support provided to teachers by the RF Coach? What if anything -- could be done to improve how the RF Coach delivers their services to teachers in Year 4? We wanted to ask a few questions regarding the three levels of reading skill assessment that was to be implemented in all RF schools. First, were the reading assessment materials purchased, so that they were fully available to teachers and others at the start of the 2006-2007 school year? If not --- What prevented this from happening? Were there any technical difficulties with the TPRI or any of the other assessments? Was sufficient time allotted for testing administration/activities? From your perspective, were classroom teachers provided with training and support that fully prepared them to use each of those assessments during the 2006-2007 year? If not --- What improvements to that training would you recommend for next year? Have the RF schools coordinated with any federal, state, or local programs to increase student access to a variety of engaging reading materials? If yes, please describe. What is your overall opinion of the quality and implementation of NCREADS? From what youve observed, in what ways was NCREADS most helpful to teachers at the RF schools? What factors if any -- impeded the implementation of NCREADS in your district? Perceived Outcomes/Impacts From what youve observed, how has the overall RF initiative impacted the amount of collaboration among K-3 teachers in teaching reading? What specific examples can you provide? What has been the impact of the RF initiative on school climate? What specific instructional activities or strategies for teaching reading were routinely being used by most K-3 teachers by the end of the 2006-2007 year? What changes in teachers pedagogy (e.g., structures for reading lessons, classroom set-up, and student group practices) were evident by the end of Year 3? What student benefits have occurred because of the RF initiative thus far? How has your school coordinated with federal, state, or local programs to increase student access to a variety of engaging reading materials? What examples can you share? In Year 3, did your school coordinate with any local library programs to promote greater access to print materials? If yes, please describe. A long-range goal for the NC RF initiative is to have a positive impact on early reading curriculum for all NC schools. What activities or changes have you observed that might provide evidence for some movement in this regard? For example, to what extent have you received inquiries about the RF initiative from non-participating schools? What was the nature of those inquiries? To what extent have non-target schools within your district begun to adopt some of the RF components or its overall approach to teaching reading? Are there specific examples you can provide? What impact (if any) has RF had on the districts reading program? For example, what evidence if any have you seen of Districts beginning to articulate curriculum and reading instruction across grades; address the needs of struggling readers; coordinate reading instruction with feeder preschool programs; and/or coordinate reading instruction with tutor? What obstacles --- if any --- have restricted or hindered the effective implementation of the RF program at your school? Finally, we are interested in learning about what recommendations you might have to improve the implementation of the RF initiative for Year 4?  Findings based on Repeated Measures ANCOVAs.  Findings based on Repeated Measures ANCOVAs.  Findings based on paired sample t-tests.     v=w=x===>>i?j???I@J@K@@@pAA$ & F va$gdC$ & F va$gdC $ va$gd $ & F va$gdC $^a$gd $ & F hva$gdC$ v8^8a$gd ???#?j?F@G@H@I@J@@@@@\A]AaAbApAvAAABBBBBB3C4CCC'D.D^DeDDDDմ򣏣{{iii#hTh 6CJOJQJ^JaJ&hTh 56CJOJQJ^JaJ'Hh˶&h CJOJQJ^JaJ hTh CJOJQJ^JaJhBh CJOJQJ^J#Hh˶&h CJOJQJ^Jh CJOJQJ^J h)Lh CJOJQJ^JaJh CJOJQJ^JaJ&AA:B;BB3C4CCCC1D2DDDD{ $ va$gd $ & F va$gdC$ & F hva$gdC$ vh^ha$gd $ & Fa$gd $ & F va$gdC$ v8^8a$gd $ & F va$gdC$ v^a$gd DDDDDDEEEEEFFFFFF;G$$If!vh55555#v#v#v#v#v:Vl4|&,555559/ / / /  / / / /  / / aT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd!$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd%$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd($$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd6,$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd/$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdR3$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd6$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdn:$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd=$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdA$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdE$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdH$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd4L$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdO$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdPS$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdV$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdlZ$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd]$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkda$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkde$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdh$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd2l$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdo$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / / aTkdNs$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdv$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdlz$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd}$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd|$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd4$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdD$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd̤$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdT$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdܫ$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdt$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd $$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd,$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd<$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdL$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd\$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdl$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT>$$If!vh55555#v#v#v#v#v:Vl4|&,555559/ / / /  / / / /  / / aT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdX$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdt$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd $$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd $$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd:$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdV$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdr$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd"$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd%$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd)$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / / aTkd,$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd@0$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd3$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdP7$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd:$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd`>$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdA$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdpE$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdH$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdL$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdP$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdS$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdW$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdZ$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd(^$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkda$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd8e$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdh$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdHl$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdo$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdXs$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdv$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdhz$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd}$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT>$$If!vh55555#v#v#v#v#v:Vl4|&,555559/ / / /  / / / /  / / aT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdT$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdp$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd6$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdĢ$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdR$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkdn$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd<$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdL$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd\$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdl$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd|$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd4$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdD$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdT$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdd $$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkd $$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT>$$If!vh55555#v#v#v#v#v:Vl4|&,555559/ / / /  / / / /  / / aT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdP$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkdl$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd#$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd'$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / /  / / / / / / / aTkd*$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\55559999/ / / / / / / / / / aTkd2.$$IfTl4  ֞t JF$&3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\55559999/ / /  / / / / / / / aTkd1$$IfTl4  ֞t JF$&3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\55559999/ / / / / / / / / / aTkdT5$$IfTl4  ֞t JF$&3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\55559999/ / /  / / / / / / / aTkd8$$IfTl4  ֞t JF$&3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\55559999/ / / / / / / / / / aTkd|<$$IfTl4  ֞t JF$&3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\55559999/ / /  / / / / / / / aTkd@$$IfTl4  ֞t JF$&3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\55559999/ / / / / / / / / / aTkdC$$IfTl4  ֞t JF$&3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\55559999/ / /  / / / / / / / aTkd8G$$IfTl4  ֞t JF$&3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / / aTkdJ$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdbN$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdQ$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdrU$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkdX$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\5555999/ / /  / / / / / / / aTkd\$$IfTl4  ֞t JF$3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\5555999/ / / / / / / / / / aTkd`$$IfTl4  ֞t JF$3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,,535G5\5555999/ / /  / / / / / / / aTkdc$$IfTl4  ֞t JF$3 G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd,g$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / /  / / / / / / / aTkdj$$IfTl4  ֞t JF$3G&\&&0  |&44 lapFT$$If!vh535G5\5555#v3#vG#v\#v#v#v#v:Vl4|&+++,535G5\5555999/ / / / / / / / / / aTkd$$Ifl [ OC7+ "[  t0"$$$$2 V2 s44 lal$$Ifl!v h5[ 55555555 #v[ #v :V$l t", 5[ 5 / / 2 V2 sal kd$$Ifl [ OC7+ "[  t0"$$$$2 V2 s44 lal$$Ifl!v h5[ 55555555 #v[ #v :V$l t", 5[ 5 / / 2 V2 sal kd$$Ifl [ OC7+ "[  t0"$$$$2 V2 s44 lal$$Ifl!v h5[ 55555555 #v[ #v :V$l t", 5[ 5 / / 2 V2 sal kd̪$$Ifl [ OC7+ "[  t0"$$$$2 V2 s44 lal$$Ifl!v h5[ 55555555 #v[ #v :V$l t", 5[ 5 / / 2 V2 sal kd$$Ifl [ OC7+ "[  t0"$$$$2 V2 s44 lal$$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 2s2 a $$If!vh5o55h#vo#v#vh:V$l t 5o55h/ 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Querystring correct0.00600470.000034
got current member0.006037890.000033
from backendTrue0.0060857550.000048
must be from backend0.006114480.000029
aspx.pageEnd Load0.0109219650.004807
aspx.pageBegin LoadComplete0.010994140.000072
aspx.pageEnd LoadComplete0.011018850.000025
aspx.pageBegin PreRender0.011041450.000023
aspx.pageEnd PreRender0.0110734650.000032
aspx.pageBegin PreRenderComplete0.011098620.000025
aspx.pageEnd PreRenderComplete0.011121490.000023
aspx.pageBegin SaveState0.011529680.000408
aspx.pageEnd SaveState0.0115578450.000028
aspx.pageBegin SaveStateComplete0.011579670.000022
aspx.pageEnd SaveStateComplete0.011602070.000022
aspx.pageBegin Render0.0116241150.000022
aspx.pageEnd Render0.0120707650.000447

Control Tree
Control UniqueIDTypeRender Size Bytes (including children)ViewState Size Bytes (excluding children)ControlState Size Bytes (excluding children)
__PageASP.default_aspx17600
    PanelDebugSystem.Web.UI.WebControls.Panel0240
    umbPageHolderumbraco.layoutControls.umbracoPageHolder000
        ctl00System.Web.UI.Control000
            ctl01System.Web.UI.LiteralControl000
            ctl02System.Web.UI.LiteralControl000
            aprFileDownload_1ASP.usercontrols_aprfiledownload_ascx000
            ctl03System.Web.UI.LiteralControl000
            ctl04System.Web.UI.LiteralControl000
    ctl05System.Web.UI.LiteralControl000

Session State
Session KeyTypeValue

Application State
Application KeyTypeValue
umbracoUrlSystem.Stringwww.readingfirstapr.org:80/umbraco
umbracoNeedConfigurationSystem.BooleanFalse
NeatUpload_D479E98846E8FD3308B714A2F2EB2994Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_E1A9177F0E39EA1A7E453A6799013897Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_FFBBB86FC9E48F61CD6797845DBA1848Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_0B093978720E1D683E5409F329490DA2Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_17492B659C1B8DC0C7ADF38EA51F6B5DBrettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_D4DE60FFB9BE5580A6C57E26F2015B10Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_58DB74134ABE25AA879B0CBAFC9B7D78Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_0DE811797C4D7951F6E259ECC9318A3DBrettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_8EB67FF1FBA6049A81D8FAFAD00CBAE6Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_437A9396B7DC03782B229BE25F86204CBrettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_7A58FDC6BCEEA3CF9621EBE6AFAD274BBrettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_416DCDF5254F72B0E0735D5143C548E0Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_F3889FB7DE89DAF0E27400DE42B325C9Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext
NeatUpload_0B013DC0DA7F1C745894CFD1A98B1759Brettle.Web.NeatUpload.UploadContextBrettle.Web.NeatUpload.UploadContext

Request Cookies Collection
NameValueSize
UserContext01736097-3090-4b51-9186-78c1d3fae29448
ASP.NET_SessionIdq1l1oqbslt2ptma1mxhtmh5542

Response Cookies Collection
NameValueSize

Headers Collection
NameValue
ConnectionKeep-Alive
Accept*/*
Accept-Encodinggzip, deflate
Accept-Languageen-us
CookieUserContext=01736097-3090-4b51-9186-78c1d3fae294; ASP.NET_SessionId=q1l1oqbslt2ptma1mxhtmh55
Hostcollect.readingfirstapr.org
Refererhttp://collect.readingfirstapr.org/umbraco/dashboard.aspx?app=member
User-AgentMozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1; .NET CLR 1.1.4322; InfoPath.1)

Response Headers Collection
NameValue
X-AspNet-Version2.0.50727
Cache-Controlprivate
Content-Typetext/html

Form Collection
NameValue

Querystring Collection
NameValue
umbPage/download-file.aspx
umbDebugShowTracetrue
stateAbbrNC
reportYear2007
uploadTyperaw
fileName2007 NCRF Appendices.Final.10.31.07.doc

Server Variables
NameValue
ALL_HTTPHTTP_CONNECTION:Keep-Alive HTTP_ACCEPT:*/* HTTP_ACCEPT_ENCODING:gzip, deflate HTTP_ACCEPT_LANGUAGE:en-us HTTP_COOKIE:UserContext=01736097-3090-4b51-9186-78c1d3fae294; ASP.NET_SessionId=q1l1oqbslt2ptma1mxhtmh55 HTTP_HOST:collect.readingfirstapr.org HTTP_REFERER:http://collect.readingfirstapr.org/umbraco/dashboard.aspx?app=member HTTP_USER_AGENT:Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1; .NET CLR 1.1.4322; InfoPath.1)
ALL_RAWConnection: Keep-Alive Accept: */* Accept-Encoding: gzip, deflate Accept-Language: en-us Cookie: UserContext=01736097-3090-4b51-9186-78c1d3fae294; ASP.NET_SessionId=q1l1oqbslt2ptma1mxhtmh55 Host: collect.readingfirstapr.org Referer: http://collect.readingfirstapr.org/umbraco/dashboard.aspx?app=member User-Agent: Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1; .NET CLR 1.1.4322; InfoPath.1)
APPL_MD_PATH/LM/W3SVC/304814279/Root
APPL_PHYSICAL_PATHD:\public_html\collect_readingfirstapr_org\website\
AUTH_TYPE 
AUTH_USER 
AUTH_PASSWORD 
LOGON_USER 
REMOTE_USER 
CERT_COOKIE 
CERT_FLAGS 
CERT_ISSUER 
CERT_KEYSIZE 
CERT_SECRETKEYSIZE 
CERT_SERIALNUMBER 
CERT_SERVER_ISSUER 
CERT_SERVER_SUBJECT 
CERT_SUBJECT 
CONTENT_LENGTH0
CONTENT_TYPE 
GATEWAY_INTERFACECGI/1.1
HTTPSoff
HTTPS_KEYSIZE 
HTTPS_SECRETKEYSIZE 
HTTPS_SERVER_ISSUER 
HTTPS_SERVER_SUBJECT 
INSTANCE_ID304814279
INSTANCE_META_PATH/LM/W3SVC/304814279
LOCAL_ADDR216.147.197.81
PATH_INFO/default.aspx
PATH_TRANSLATEDD:\public_html\collect_readingfirstapr_org\website\default.aspx
QUERY_STRINGumbPage=/download-file.aspx&umbDebugShowTrace=true&stateAbbr=NC&reportYear=2007&uploadType=raw&fileName=2007+NCRF+Appendices.Final.10.31.07.doc
REMOTE_ADDR38.118.77.7
REMOTE_HOST38.118.77.7
REMOTE_PORT3076
REQUEST_METHODGET
SCRIPT_NAME/default.aspx
SERVER_NAMEcollect.readingfirstapr.org
SERVER_PORT80
SERVER_PORT_SECURE0
SERVER_PROTOCOLHTTP/1.1
SERVER_SOFTWAREMicrosoft-IIS/6.0
URL/default.aspx
HTTP_CONNECTIONKeep-Alive
HTTP_ACCEPT*/*
HTTP_ACCEPT_ENCODINGgzip, deflate
HTTP_ACCEPT_LANGUAGEen-us
HTTP_COOKIEUserContext=01736097-3090-4b51-9186-78c1d3fae294; ASP.NET_SessionId=q1l1oqbslt2ptma1mxhtmh55
HTTP_HOSTcollect.readingfirstapr.org
HTTP_REFERERhttp://collect.readingfirstapr.org/umbraco/dashboard.aspx?app=member
HTTP_USER_AGENTMozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1; .NET CLR 1.1.4322; InfoPath.1)
Microsoft .NET Framework Version:2.0.50727.832; ASP.NET Version:2.0.50727.832